School Grade &

Pinamopoan National High School 7 - Azalea

Section
DAILY Teacher Learning
Kit D. Pelipel SCIENCE
LESSON Area
PLAN Teaching December 12, 2023
Quarter 2
Dates & Time 8:45-9:45
Week No. 4 Day 2 Duration 1 hr.

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure must be followed and if needed, additional
lessons, exercises, remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing
I. OBJECTIVES objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from
the curriculum guide.

A. Content The difference between animal and plant cells

Standards
Employ appropriate techniques using the compound microscope to gather data about
B. Performance
very
Standards
small objects
C. Learning 1. Differentiate plant and animal cells according to presence or absence
Competency/ie of certain organelles. S7LT-IIc-3
s
Write the LC Code for each.

Knowledge: Identify the parts of the cell

D. Learning
Skills: Differentiate plant from animal cells using a diagram like Venn diagram.
Objectives
Attitudes: Acknowledge the importance of cell.
Content is what the lesson all about. It pertains to the subject matter the teacher aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT/TOPIC Animal and Plant Cell Organelles
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and learning. Ensure that there is a mix of concrete and
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
RESOURCES
A. References
1. Teacher’s Guide
none
pages
2. Learner’s
Materials pages
Learner’s Material pages: 106-109
Science and Technology I: Integrated Science Textbook for First Year. Villamil, Aurora M.,
3. Textbook pages
Ed.D. 1998. pp. 223-226
4. Additional Materials
from Learning none
Resource (LR) Portal
B. Other Learning https://www.youtube.com/watch?v=8KUJHMnjOIM
Resources Pictures, Manila Paper, Markers, Metacards/strips of paper, Pentel pen, projector
These steps should be across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice
IV. PROCEDURES their learning, question their learning processes, and draw conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate the time
allotment for each step.
A. Reviewing  The class will be asked to recap the previous lesson. Learners will be divided
previous lesson or into groups. Each group shall be given metacards.
presenting the new  The learners shall arrange the 9 levels of biological organization: (lowest to
lesson.
highest) and write them on the metacards. A 3-minute timer will be set.
ELICIT (The activities in this section
will evoke or draw out prior concepts of Answers shall be posted on the board.
or experiences from the students)
For today, we’ll be focusing on the lowest level of biological organization:
the cell and its organelles.
(Collaborative Approach)

Have the learners read the objectives of the lesson.

AWARENESS

Differentiate plant and animal cells according to presence or absence of

certain organelles.

B. Establishing a Learners will find the vocabulary words related to the cell.
purpose for the
lesson.
ENGAGE (The activities in this section
will stimulate their thinking and help them
access and connect prior knowledge as
a jumpstart to the present lesson.)
 1.It serves as the control center of the cell.
2.It stores food, water and other materials. In some plants they store toxic
substances.
3.It is a jelly-like substance that all other cell organelles are located.
4.It isa tiny cellular structure that performs specific functions within a cell.
5.It is the basic unit of life.

(Constructivist Approach: 5 minutes)

C.
Discussing the new Learners will get a partner and share their ideas on the video below by answering the guide
concepts and questions that follow. (link: https://www.youtube.com/watch?v=R3mz1sV1s8U)
practicing new
skills.
EXPLORE (In this section, students
will be given time to think, plan,
investigate, and organize collected
information; or the performance of the
planned/prepared activities from the
ACTIVITY

student’s manual with data gathering and

Guide questions)

1. What was shown in the video?

2. Can you name some cell parts or organelles mentioned in the song?
(Inquiry-based Approach)
 D. Developing
mastery
(Leads to formative
assessment 3).
EXPLAIN (In this section, students will
be involved in an analysis of their
exploration. Their understanding is
clarified and modified because of
reflective activities)/Analysis of the
gathered data and results and be able to
answer the Guide Questions leading to
the focus concept or topic of the day.
ANALYSIS
Learners shall be divided into groups and perform the given tasks.
Important reminders/classroom rules will be presented to them to maintain a
well organized activity.
Activity: Organize Me!
 Group 1 will organize an animal cell and Group 2 will have the animal cell.
 Each group will be provided by pictures of different cell parts and its names
(nucleus, golgi bodies, endoplasmic reticulum, microtubules, mitochondrion
etc.) fourth group will have a tabular representation of the cell parts present
in the plant and animal cell.
 The groups who have arranged the cell parts and present their output in a
creative way.
 Group 3 will have a tabular representation of the cell parts present in the
plant and animal cell where they will match the pictures with the functions
of the organelles.
 A representative of each group will present their output to the class. They use
English, Filipino, or Mother tongue as their medium.
(Collaborative Approach)
 E.
Making The Discovery of the Cell
generalization and  In 1665, Robert Hooke discovered the cell.
abstraction about  He described the cells as tiny boxes or a honeycomb.
the lesson.
ELABORATE (This section will give
 He used a compound microscope.
students the opportunity to expand and
solidify / concretize their understanding The Cell Organelles and Its functions
of the concept and / or apply it to real –
world situation)
 Cell Membrane: also known as plasma membrane. The security guard of the cell.
 Nucleus: Brain of the cell. Control cellular activities.
 Cytoplasm: Jelly-like structure and where the cell activities take place.
 Cell wall: gives protection and shape for plant cell only.
 Mitochondrion: the powerhouse of the cell. Releases energy for the cell activities.
 Chloroplast: contains green pigment called chlorophyll. the site for photosynthesis.
 Ribosome: synthesize or makes protein.
 Nucleolus: found inside the nucleus and produces ribosomes.
 Endoplasmic reticulum: to produce and transport proteins, lipid and
carbohydrates for the rest of the cell to function.
Rough Endoplasmic Reticulum (RER) – contains ribosomes and where proteins
are made.
Smooth Endoplasmic Reticulum (SER) - does not contain ribosomes. Makes
lipids and carbohydrates for building
cell membrane.
 Golgi Body: Helps in packaging and transporting proteins, lipids and carbohydrates
to its destinations.
 Vacuole: food/water storage of the cell. “vesicles” for animal cell.
 Lysosome: waste disposal of the cell. Digest or breakdown unneeded materials in
the cytoplasm
 Centriole: plays an important role in cell division. Only in animal cell.
 Chromosome: found in the nucleus and contains the DNA.
 Microtubules: keeps the cell organelles in place and helps in cell division.
ABSTRACTION

Activity: Compare and Contrast

Each group will make a Venn Diagram which shows the similarities and
differences between plant and animal cell organelles

What is Venn diagram?

A Venn diagram illustrates the relationships between two or more data
sets. Venn diagrams are especially useful for highlighting similarities and
differences and are commonly used to compare and contrast the
characteristics of different data sets. In a Venn diagram, circles are used to
represent each data set.
-An example will be presented on the slide presentation
(Integration across other learning areas: Mathematics)

Here are the set of words:

Nucleus, Cell membrane, cytoplasm, ribosomes, cell wall, Golgi body, Endoplasmic
reticulum, Chloroplast, Centrioles, lysosome, Nucleolus, vacuole, Chromosomes,
microtubules

(5 minutes activity)
 F. Finding practical
application of The cell in our body can be compared to a factory in terms of the function of its
concepts and skills parts. Look at the given figure below.
in daily living.

APPLICATION

Are cells important? Why?

What will happen if cells never existed?
How can you make your body cells healthy?

G. Evaluating
learning. Directions: Copy the table below. Put a check mark (✓) if the cell parts or
EVALUATION (This section will
provide for concept check test items and
organelles are found in animal or plant cell and (✕) if not found in plant or
answer key which are aligned to the animal cell.
learning objectives - content and
performance standards and address
misconceptions – if any) Cell organelles Animal cell Plant Cell
Nucleus
Cell wall
ASSESSMENT

Cytoplasm
Cell membrane
Chloroplast
Mitochondrion
Endoplasmic reticulum
Golgi body
Lysosome
Centriole
Ribosomes
Microtubules

H. Additional On a ½ crosswise, explain why the cell is considered the

activities for
ASSIGNMENT

basic structural and functional unit of all

application or organisms.
remediation.
EXTEND (This sections give situation that
explains the topic in a new context , or You can use google or books to find answers.
integrate it to another discipline / societal
concern)

V. REMARKS
NOTE: Procedure is adapted/adopted from DLP 2017 of DepEd-Division of Lapu-Lapu City as reference.

Prepared by: Observed by:

KIT D. PELIPEL MYLENE P. INCISO

Subject teacher Science Department Head